Short-Term Memory Capacity and Recall of Students with and without Intellectual Giftedness: An Empirical Inquiry

The goal of this research is to examine the differences of short-term memory capacity between intellectually gifted, general education, and students receiving special education services. Using foundations in memory and recall research by Atkinson and Shiffrin and Baddeley and Hitch, data was collected by replication of a previous serial position effect research design. Participants were children in grades four through six located in the southern portion of the United States. An ANOVA analysis found a statistical significance between students receiving special education and general education and gifted students. A failure to reject of the null hypothesis supported that short-term memory capacity of gifted students are not different from general education students

Effective Response To Intervention In Middle School

This applied mixed methods program evaluation sought to increase student proficiency in mathematics at a rural middle school in central Mississippi. The program focused on improving student achievement through effective professional development. Quantitative and qualitative data was used to gage the program’s effectiveness. Research supporting an effective Response to Intervention Model, professional learning communities, and teacher development was cited and used to construct the program’s implementation framework

To use or be used? The role of agency in social media use and well-being

In this paper, we develop the concept of agentic social media use: a way of engaging with social media that emphasizes having the beliefs, knowledge, and practices to use it intentionally. In comparison to instances of “mindless” social media use, people who use social media agentically do so with a purpose in mind: they leverage the affordances of social media to do things that are meaningful, useful, or satisfying for them. For example, people can use social media to intentionally build or manage their relationships, to seek out and learn new information about their interests, or to craft a positive image of themselves through the content they post. Crucially, however, there are many other valuable uses of social media that may not be considered conventionally productive but are nonetheless deliberate and useful, such as using social media intentionally to relax, unwind, and entertain themselves in an effort to modulate their emotions. To use social media agentically means to (1) hold an agentic mindset about one's relationship with social media, (2) have the knowledge and literacy to understand how to navigate social media effectively, and (3) enact practices that assert control over specific elements of social media use, such as curating content and refining algorithmic recommendation. Approaching social media use from the perspective of agency and intentionality allows us to better understand heterogeneous social media effects and to identify new ways of helping people benefit from these technologies

Thinking Through our Processes: How the UCSC Community Psychology Research & Action Team Strives to Embody Ethical, Critically Reflexive Anti-racist Feminist Praxis

Co-written by eight people, this paper describes how the UCSC Community Psychology Research and Action Team (CPRAT) organizes itself in weekly group meetings and how this structure is an attempt to embody an ethical, critically reflexive anti-racist feminist praxis. First, we outline the community psychology core competency of an ethical, reflective practice (Dalton & Wolfe, 2012). We offer a friendly amendment to consider an ethical, critically reflexive anti-racist feminist praxis. Second, we discuss how we organize CPRAT meetings to uphold these ideas. We describe our current structure, which includes personal and project check-ins, rotating facilitation, and attention to broader professional development issues. Third, we provide two examples to illustrate our process: (a) why talking about poop matters in addressing imposter syndrome and (b) getting our team on the same page regarding a research site. We end the paper with a description of a “rough edge,” or an area for growth in our praxis

Evaluation of the pulmonary embolism rule out criteria (PERC rule) in children evaluated for suspected pulmonary embolism

Background The pulmonary embolism rule out criteria (PERC) reliably predicts a low probability of PE in adults. We examine the diagnostic accuracy of the objective components of the PERC rule in children previously tested for PE. Methods Children aged 5–17 who had a D-dimer or pulmonary vascular imaging ordered from 2004 to 2014 in a large multicenter hospital network were identified by query of administrative databases. Using explicit, predefined methods, trained abstracters selected charts of children clearly tested for PE, collected the 8 objective variables for PERC, and determined PE criterion standard status (image or autopsy confirmed PE or deep vein thrombosis within 30 days by query of the Indiana Network for Patient Care (INPC)). Results We identified 543 patients, including 56 (10.3%, 95% CI: 7.8–13.1%) who were PE+, with a mean and median age of 15 years. All 8 objective criteria from PERC were negative in 170 patients (31%), including one with PE (false negative rate 0.6%, 0–3.2%). Diagnostic sensitivity and specificity were 98.2% (90.5–100%), and 34.7 (30.5–39.1%), respectively, leading to a likelihood ratio negative = 0.05 (0.1–0.27). When treated as a diagnostic test based upon sum of criteria positive, PERC had good discrimination between PE+ vs PE− with an area under receiver operating characteristic curve 0.81 (0.75–0.86). Conclusions In this sample of children and teenagers with suspected PE, the PERC rule was negative in 31%, and demonstrated good overall diagnostic accuracy, including a low false negative rate. These data support the need for a large, prospective diagnostic validation study of PERC in children

Interobserver Agreement in the Clinical Assessment of Children With Blunt Abdominal Trauma

Objectives The objective was to determine the interobserver agreement of historical and physical examination findings assessed during the emergency department (ED) evaluation of children with blunt abdominal trauma. Methods This was a planned substudy of a multicenter, prospective cohort study of children younger than 18 years of age evaluated for blunt abdominal trauma. Patients were excluded if injury occurred more than 24 hours prior to evaluation or if computed tomography (CT) imaging was obtained at another hospital prior to transfer to a study site. Two clinicians independently recorded their clinical assessments of a convenience sample of patients onto data collection forms within 60 minutes of each other and prior to CT imaging (if obtained) or knowledge of laboratory results. The authors categorized variables as either subjective symptoms (i.e., patient history) or objective findings (i.e., physical examination). For each variable recorded by the two observers, the agreement beyond that expected by chance was estimated, using the kappa (κ) statistic for categorical variables and weighted κ for ordinal variables. Variables with 95% lower confidence limits (LCLs) κ ≥ 0.4 (moderate agreement or better) were considered to have acceptable agreement. Results A total of 632 pairs of physician observations were obtained on 23 candidate variables. Acceptable agreement was achieved in 16 (70%) of the 23 variables tested. For six subjective symptoms, κ ranged from 0.48 (complaint of shortness of breath) to 0.90 (mechanism of injury), and only the complaint of shortness of breath had a 95% LCL κ < 0.4. For the 17 objective findings, κ ranged from –0.01 (pelvis instability) to 0.82 (seat belt sign present). The 95% LCL for κ was <0.4 for flank tenderness, abnormal chest auscultation, suspicion of alcohol or drug intoxication, pelvis instability, absence of bowel sounds, and peritoneal irritation. Conclusions Observers can achieve at least acceptable agreement on the majority of historical and physical examination variables in children with blunt abdominal trauma evaluated in the ED. Those variables are candidates for consideration for development of a clinical prediction rule for intra‐abdominal injury in children with blunt trauma. Resumen Concordancia Interobservador en la Valoración Clínica de los Niños con Traumatismo Abdominal Cerrado Objetivos Determinar la concordancia interobservador de los hallazgos de la historia clínica y la exploración física obtenidos durante la valoración de los niños con traumatismo abdominal de alta energía en el servicio de urgencias (SU). Metodología Se diseñó un subestudio de un estudio de cohorte prospectivo y multicéntrico de niños de 18 años o menos evaluados por traumatismo abdominal cerrado. Se excluyeron los pacientes si el traumatismo había ocurrido más de 24 horas antes de la primera valoración, o si las imágenes de la tomografía computarizada (TC) se obtuvieron en otro hospital previamente a trasladarse al lugar del estudio. Dos clínicos recogieron de forma independiente su valoración clínica en un formulario de datos, de una muestra de conveniencia de pacientes, en los primeros 60 minutos, y previamente a las imágenes de la TC (si ésta se realizó) o al conocimiento de los resultados del laboratorio. Se clasificaron las variables como síntomas subjetivos (ej.: historia del paciente) o hallazgos objetivos (ej.: exploración física). Para cada variable recogida por los dos observadores, se estimó la concordancia más allá de la esperada por el azar usando el índice kappa (κ) para las variables categóricas y índice κ ponderado para las variables ordinales. Se consideró que existía una concordancia aceptable para las variables con una κ ≥ 0,4 (concordancia moderada o buena) en el límite inferior del intervalo de confianza del 95% (IC 95%). Resultados Se obtuvieron 632 pares de observaciones clínicas en 23 variables candidatas. Se alcanzó la concordancia aceptable en 16 (70%) de ellas. Para los seis síntomas subjetivos, el rango de κ fue de 0,48 (queja de dificultad respiratoria) a 0,90 (mecanismo de la lesión), y sólo la queja de dificultad respiratoria tuvo una κ < 0,4 en el límite inferior del IC 95%. Para los 17 hallazgos objetivos, el rango de κ fue desde ‐0,01 (inestabilidad pelvis) a 0,82 (presencia del signo del cinturón de seguridad). El dolor en el flanco, la auscultación torácica alterada, la sospecha de intoxicación por alcohol o tóxicos, la inestabilidad de pelvis, la ausencia de ruidos intestinales y la irritación peritoneal tuvieron una κ < 0,4 en el límite inferior del IC 95%. Conclusiones Los observadores pueden alcanzar al menos una concordancia aceptable en la mayoría de las variables de la historia clínica y la exploración física en los niños con traumatismo abdominal cerrado evaluado en el SU. Estas variables son candidatas para considerarse en el desarrollo de una regla de predicción clínica para la lesión intrabdominal en los niños con traumatismo de cerrado.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98339/1/acem12132.pd

The Benefits and Challenges of Preconsent in a Multisite, Pediatric Sickle Cell Intervention Trial

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/133619/1/pbc26013.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/133619/2/pbc26013_am.pd

Comparison of Clinician Suspicion Versus a Clinical Prediction Rule in Identifying Children at Risk for Intra‐abdominal Injuries After Blunt Torso Trauma

ObjectivesEmergency department (ED) identification and radiographic evaluation of children with intra‐abdominal injuries who need acute intervention can be challenging. To date, it is unclear if a clinical prediction rule is superior to unstructured clinician judgment in identifying these children. The objective of this study was to compare the test characteristics of clinician suspicion with a derived clinical prediction rule to identify children at risk of intra‐abdominal injuries undergoing acute intervention following blunt torso trauma.MethodsThis was a planned subanalysis of a prospective, multicenter observational study of children (50% prior to knowledge of abdominal computed tomography (CT) scanning (if performed). Intra‐abdominal injuries undergoing acute intervention were defined by a therapeutic laparotomy, angiographic embolization, blood transfusion for abdominal hemorrhage, or intravenous fluid administration for 2 or more days in those with pancreatic or gastrointestinal injuries. Patients were considered to be positive for clinician suspicion if suspicion was documented as ≥1%. Suspicion ≥ 1% was compared to the presence of any variable in the prediction rule for identifying children with intra‐abdominal injuries undergoing acute intervention.ResultsClinicians recorded their suspicion in 11,919 (99%) of 12,044 patients enrolled in the parent study. Intra‐abdominal injuries undergoing acute intervention were diagnosed in 203 (2%) patients. Abdominal CT scans were obtained in the ED in 2,302 of the 2,667 (86%, 95% confidence interval [CI] = 85% to 88%) enrolled patients with clinician suspicion ≥1% and in 3,016 of the 9,252 (33%, 95% CI = 32% to 34%) patients with clinician suspicion  50% previamente a conocer la tomografía computarizada (TC) abdominal (si fue realizada). La LIA con necesidad de intervención urgente se definió como laparotomía terapéutica, embolización angiográfica, transfusión de sangre por hemorragia intrabdominal o administración de fluidos intravenosos durante 2 o más días en aquéllos con lesiones pancreáticas o gastrointestinales. Los pacientes se consideraron positivos para la sospecha clínica si la sospecha se documentó como ≥1%. La sospecha > 1% se comparó con la presencia de cualquier variable en la regla de predicción para la identificación de niños con LIA con necesidad de una intervención urgente.ResultadosLos clínicos documentaron su sospecha en 11.919 (99%) de los 12.044 pacientes incluidos en el estudio original. La LIA con necesidad de intervención urgente se diagnosticó en 203 (2%) pacientes. Las TC abdominales se obtuvieron en el SU en 2.302 de los 2.667 pacientes (86%, IC95% = 85% a 88%) incluidos con sospecha clínica ≥1%; y en 3.016 de los 9.252 pacientes (33%, IC95% = 32% a 34%) con sospecha clínica < 1%. La sensibilidad de la regla de predicción para LIA con necesidad de intervención aguda fue mayor que la sospecha clínica ≥1% (197 de 203, 97,0%, IC95% = 93,7% a 98,9%, frente a 168 de 203, 82,8%, IC95% = 76,9% a 87,7%, respectivamente; diferencia de 14,2%, IC95% = 8,6% a 20,0%). La especificidad de la regla de predicción, sin embargo, fue menor que la sospecha clínica (4,979 de los 11.716, 42,5%, IC95% = 41,6% a 43,4%, frente a 9,217 de los 11.716, 78,7%, IC95% = 77,9% a 79,4%, respectivamente; diferencia de –36,2%, IC95% = –37,3% a –35,0%). Treinta y cinco de los pacientes con sospecha clínica < 1% (0,4%, IC95% = 0,3% a 0,5%) tuvieron LIA con necesidad de intervención urgente.ConclusionesLa regla de predicción clínica derivada tuvo una sensibilidad mayor de forma significativa, pero menor especificidad que la sospecha clínica para la identificación de niños con necesidad de una intervención urgente. La mayor especificidad de la sospecha clínica, sin embargo, no se tradujo en la práctica clínica, ya que los clínicos obtuvieron más frecuentemente TC abdominales en los pacientes que consideraron de muy bajo riesgo. Si se validase, esta regla de predicción puede ayudar en la toma de decisiones clínicas sobre el uso de TC abdominal en los niños con traumatismo torácico cerrado.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/113736/1/acem12739.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/113736/2/acem12739_am.pd

Training "Pivots" from the Pandemic: Lessons Learned Transitioning from In-Person to Virtual Synchronous Training in the Clinical Scholars Leadership Program

Introduction: Since the inception of distance-based teaching modalities, a debate has ensued over the quality of online versus in-person instruction. Due to the COVID-19 pandemic, a number of teaching environments-including leadership development trainings for post-graduate learners-have been thrust into exploring the virtual learning environment more thoroughly. One three-year leadership development program for interdisciplinary healthcare professionals transitioned three simultaneous leadership intensives from in-person to online in the spring of 2020. Methods: Documented changes in overall training length, session length, and session format are described. Further, evaluative data were collected from participants at both retreats via post-session surveys. Ninety-three participants attended the 2019 retreat, and 92 participants attended the 2020 virtual retreat. Quantitative data of three rating questions per session are reported: 1) overall session satisfaction, 2) participants' reported knowledge gain, and 3) participants' reported ability gain. Qualitative data were obtained via two open-ended feedback questions per session. Results: In comparing pre/post scores for knowledge and ability, participants had meaningful (and in some cases higher) self-reported gains in knowledge and ability measures in the online environment, as compared to the in-person environment. Participants reported statistically significant gains in all sessions for both knowledge and ability. Qualitative data of participant feedback identified a number of positive themes similar across the in-person and virtual settings. Negative or constructive feedback of the virtual setting included time constraint issues (eg too much content in one session, a desire for more sessions overall), technical difficulties, and the loss of social connection and networking with fellow participants as compared to in-person trainings. Discussion: While meaningful shifts in knowledge and ability ratings indicate that the transition to successful online learning is possible, several disadvantages remain. The preparation time for both faculty and participants was considerable, there is a need to reduce overall content in each session due to time restraints, and participants indicated feeling the loss of one-on-one connections with their peers in the training. Lessons learned of transitioning leadership training from in-person to an online experience are highlighted